Reading Student Essays May Be Hazardous to Your Spelling: Effects of Reading Incorrectly and Correctly Spelled Words

In two experiments, we examined effects on spelling of reading and of reproducing correctly and incorrectly spelled words. Reading correctly and incorrectly spelled words influenced later spelling accuracy for those same words. Reproducing the spelling of words did not have any effects on later spelling accuracy beyond those produced by reading the words. However, reproducing a correctly spelled word did speed the production of a later correct spelling for the word, whereas reading did not speed later production. Effects on spelling accuracy were dissociated from recognition memory for previously presented words. RESUME I^ors de deux experiences, nous avons examine les effets, sur I'cpellation, de la lecture et de la reproduction dc mots correctement ct incorrectcment orthographies. La lecture de mots correctement et incorrcctement orthographies influencait I'exactitude dc l'cpellation tardive pour ces memes mots. La reproduction tie I'orthographe des mots n'a en aucun effet sur I'exactitude de Pepellation tardive au-dela de ceux produils par la lecture des mots. Ccpendant, la reproduction d'un mot correctement epelc accelerait la production d'une cpellation tardive correctc du mot alors que la lecture n'accelerait pas la production tardivc. Les effets sur I'exactitude de l'epellation etaicnt dissocies dc la memoire de reconnaissance dc mots prealablement prescntcs. Educators often are called upon lo read student essays that arc riddled with misspellings. Does reading a misspelled version of a word make it more likely that one will later misspell that word? A common informal observation is that it does (e.g., Frith, 1980; Nisbet, 1939). However, little formal research has been done to investigate the effects of reading on later spelling. Any effects of reading have been neglected in favour of showing that producing an incorrect spelling or discriminating between incorrect and correct spellings of a word can increase the likelihood of the word later being misspelled (e.g.. Brown, 1988). One reason for the emphasis on the effects of production and of discrimination is the relevance of those tasks to educational practices. Multiple choice tests that are commonly used to assess spelling ability require discrimination between correct and incorrect spellings of a word and, consequently, might have detrimental effects. Repeated production of a misspelling has been said to result in its differentiation and suppression (e.g., Blumberg, 1976; Simon & Simon, 1973) and, contrary to the results of some experiments, has been predicted to enhance later spelling performance. This research was supported by a grant to the first author from the National Science and Engineering Research Council. Requests for reprints should be sent lo I .airy L. Jacoby, Department of Psychology, McMaster University, Hamilton, Ontario, Canada l,8S 4KI.